Development of Agriculture value chains as an asset for the sustainable development and food security: the case of the improvement of agricultural technical and vocational education in Senegal

dc.contributor.authorKane, Ousmaneen
dc.contributor.committeechairWestfall-Rudd, Donna M.en
dc.contributor.committeememberDrape, Tiffany A.en
dc.contributor.committeememberNdiaye, Amadouen
dc.contributor.committeememberNdione, Ya Coren
dc.contributor.departmentAgricultural, Leadership, and Community Educationen
dc.coverage.countrySenegalen
dc.date.accessioned2021-07-30T08:00:14Zen
dc.date.available2021-07-30T08:00:14Zen
dc.date.issued2021-07-29en
dc.description.abstractThe growth of a country depends on the improvement of its human resources. The TVET (Technical and Vocational Education and Training) system intends primarily to advance personal support and resources. Throughout education, people can build their knowledge, understanding, and skills to find a job. The TVET in Agriculture (ATVET) curriculum plays an essential role in designing interventions to deliver quality education, helping people increase productivity in the various agriculture sectors of economic activities, value chains, and associated occupations. The purpose of this research is to investigate what is necessisary to improve the agriculture technical and vocational education programs in Senegal by focusing on pedagogy and teaching strategies. Participants represented different ranges of teaching experience from five to more than ten years. The lead researcher interviewed two school directors and ten ATVET teachers. The interviews were semi-structured and were last from 30 minutes to one hour in Diourbel and Thies, Senegal. The researchers developed an interview protocol regarding the ATVET programs, implementation issues, and job market trends. The results showed that participants had various years of professional experience in the ATVET system and academic levels. All participants are well experienced and knowledgeable about working in strenuous physical and instructional conditions. The lack of infrastructure, equipment, and class facilities appears in the findings as significant problems. The deterioration of the resources such as human, material, financial and organizational influences the expected teaching outcomes because of insufficient and inadequate teaching and learning methods. Thereby, all authorities must consider the requirements and expectations of the the competency-based (CBA) program within the sustainability of the infrastructure, the learning environment, and the efficiency of maintenance to improve the technical context to guarantee practical and efficient administration of technological, environmental, and human resources.en
dc.description.abstractgeneralThe growth of a country depends on the improvement of its human resources. The Vocational Training system (TVET) aims to strengthen human resources. Through education, people can build their expertise, comprehension, and abilities to find a job. The TVET in Agriculture performs a fundamental function in designing interventions to deliver concerning training, making people boost productivity in agriculture sectors of economic activities, value chains, and associated occupations. The purpose of this research is to investigate what is needed to improve agriculture vocational and technical education programs in Senegal by focusing on pedagogy and teaching strategies to address the new and growing competency demands of the different value-chains within the agriculture system. Participants in this study were the teachers and administrators in the current ATVET programs. The lead researcher interviewed two school directors and ten ATVET teachers in Diourbel and Thies, Senegal. The researchers developed an interview protocol regarding the ATVET programs, implementation issues, and job market trends. The results showed that participants are well experienced and knowledgeable about working in strenuous physical and instructional conditions. The availability and quality of material resources such as teaching materials and class sizes pose problems in teacher satisfaction in the classroom to boost learning outcomes. Thus, the didactic equipment also remains insufficient and poorly diversified, which testifies the limited pedagogical approaches used in these structures. The deterioration of the ATVET resources such as human, material, financial and organizational influences the expected teaching outcomes because of insufficient and inadequate teaching and learning methods. Thereby, all authorities must consider the requirements and expectations of sustainability of the infrastructure, the learning environment, and the efficiency of maintenance to improve the technical context.en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:31819en
dc.identifier.urihttp://hdl.handle.net/10919/104451en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectTeachersen
dc.subjectprogramen
dc.subjectagriculture value chainsen
dc.subjectsustainableen
dc.subjectdevelopmenten
dc.subjectagricultural technical and vocational educationen
dc.subjectBambeyen
dc.subjectThiesen
dc.subjectSenegalen
dc.titleDevelopment of Agriculture value chains as an asset for the sustainable development and food security: the case of the improvement of agricultural technical and vocational education in Senegalen
dc.typeDissertationen
thesis.degree.disciplineAgricultural and Extension Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen
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